ABSTRACT
This chapter reviews a wide variety of research studies that illustrate the implications of DCT for literacy education. The studies have been selected from more than 30 years of research performed by many researchers on many literacy topics. Topics in reading instruction include decoding, sight word learning, vocabulary acquisition, text comprehension, using text with pictures or animations, engagement and interest, verbal-associative techniques, and selected remedial techniques. Topics in composition instruction include using concrete materials and language, audience effects, imagery instructions, and verbal-associative techniques. Summary conclusions are presented with each topic, but individual studies are reported in some detail for the critical consumer of research.
